Relating Pre-Service Teachers' Approaches to Learning and Preferences for Constructivist Learning Environments

Abstract

Within two Flemish institutes of pre-service and inservice teacher education, the relationship between the learning styles and preferences for learning environments of pre-service teachers were examined. Results indicate that some components of pre-service teachers' learning approaches (learning conceptions, learning strategies and learning orientations) are predictors for preferences for constructivist learning environments. Differences in learning approaches and preferences for learning environments are also related to the type of teacher education that pre-service teachers followed.